ROOTS OF RHYTHM WORLD DRUMMING TEACHER WORKSHOP 2006
LESSON PLAN FOR CHAPTER 4
Title Djembe, Guinea Africa Holly S Linder
7/7/2006
North Canton, Ohio
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Grade Category 4 – 5
Lesson Time African Unit- 3-4 weeks in bi-weekly classes of 35 minutes each.
Goals
1. Cultural acceptance - barriers taken down.
2. Music appreciation of another culture
3. JOY of playing African music!!
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4. Collaboration with 4 – 5 grade teachers where willing and possible with their social studies,
their art, and science.
Objectives
1. Students will sing with others an African song with good tone, head voice and posture
2. Students will do call and response with African drumming
3. Students will improvise various drum patterns in 4 and 3 beat measures
4. Students will know the names of Djembe and agogo bell
5. Students will play in 2-3 drum circle ensembles
6. Students will learn how to correctly play at least 2 of the 3 kinds of strikes on the drum
Content Standards
1. Singing, alone and with others, a varied repertoire of music. - IIa2
2. Performing on instruments, alone and with others, a varied repertoire of music. IIA2
3. Improvising melodies, variations, and accompaniments. IIB5
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture. - IIA3
Materials
1. ―Roots of Rhythm‖ by Dr. Craig Woodson, pages 28-32
2. ROR Funsheet for Chapter 4: Djembe
3. Hand drums, Djembe, Tubano (made by Remo, Inc.), - 15 drums for students to work in
partnerships and Agogo bells
4. Enlarged poster size of Guinea flag and drum
5. Materials for making Djembe- found also in Percussion Making Booklet from ROR on page 5
Clay pot- 6‖x3‖
Plastic tube or can 4‖ (pineapple juice can)
Chopstick beater
PVC tape- colors
Masking tape
Scissors
Hammer
Sandpaper
6. Song: ―Ev‘ ry body Loves Saturday Night,‖ Share the Music, Grade 5, CD 1:20, pages 28-32
Song: ―Funga Alafia‖ Share the Music, Grade 5, page 69
7. ―Rhythmische Ubung‖ by Gunild Keetman, page 6, #17 and page 13 #52
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Student Skill Level
Students will have done lessons regarding high/med/low tones on hand drums. They did this in
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3 and 4 grade. They will have done an activity at beginning of the school year called ―listen to
my beat‖ on hand drums and in canon so they will have some experience hearing different parts.
They also have prior knowledge and experience with playing and creating ostinatos.
Procedure
1. Introduction
a. Quick reaction game - follows the leader on the beats—all students have drums (or
chinet plates and chopsticks)
b. 3 part rhythms (ostinatos) using BP- hand claps, patsch, snaps, etc.
Group 1 - rhythm, feel the rhythm of the beat.
Group 2 - got rhythm, feel it now.
Group 3 - I got the rhythm, feel the beat.
Transfer these to all available drums switching parts so all students do each part.
2. Introduce whole unit of ROR- first stop is Africa- show world map, find Guinea, Ghana
a. DO a drum ostinato with these country names and drums
b. First with BP, then transfer to drums
1> Africa 2> Guinea-Djembe 3> Ghana- Dondo
3. Listen to Djembe examples on ROR CD- #29-30 and describe the mood, sound, etc...
a. Show Djembe drum - 2 basic round sounds - bass and tone
b. Play these on their drums—they have known these as high/low
c. Play along, tracks 31-41
4. Teach the Aconcon rhythm (page 32 of ROR) – give cultural, historical background
a. Layer and use BP and speech first, lots of repetition for success.
b. Transfer to their drums as an ensemble.
5. Make Djembe- (page 5 in Percussion making notes form ROR
a. Follow steps in the booklet.
b. Play along with tracks 31-41 of ROR CD.
c. Do the Aconcon rhythm on their Djembes.
6. Singing - ―Funga Alafia‖ on page 69 of Grade 5 books
a. Song is easy and quick to learn.
b. Learn the West African language.
c. Put one part of Aconcon drums/bells with ½ the class singing.
d. Switch parts.
7. Singing- ―Everybody Loves Saturday Night‖ – pages 28-32, grade 5 Share the Music
a. Read the history on page 28 and learn the song.
b. CD 1:21 has pronunciation on it.
c. Sing melody; learn harmony part on page 32 once comfortable. Switch parts.
d. Create their own drum patterns for on the sustained 1/2 notes and ½ rests (4 beat
improvisation).
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e. Review singing ―Siyhamba‖ from last year (last year‘s 4 performed this song).
8. Further drum ensembles from Rhythmische Ubung- pages 6 & 13
a. Do the High/lows with Bp, and then transfer to drums
b. Pass out paper and pencils
c. Do Rhythmic dictation to discover the notation of #17. Work as a whole class, measure
by measure.
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9. Complete the Djembe Funsheet
Student Product
1. Students will each have their own Djembe drum
2. They will complete the Fun sheet
3. They will have their own notation of the RU #17 that they played
Assessment
1. By the completed drum
2. All students will be able to play high and low tones correctly. This will be assessed during the
improvisation of ―Saturday Night‖ and also as I hear each student one at a time in the
beginning.
Reflection
This lesson promotes many musical standards for rhythm, call and response, creating, notating,
and understanding another culture.
Resources
1. ―Zomo, The Rabbit,‖ story and illustration by Gerald McDermott
2. ―The Drum Circle‖ CD
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LESSON PLAN FOR CHAPTER 5: THE DONDO FROM GHANA
Title: Dondo, Ghana Africa Name: Holly S Linder/ 7-7-
2006
North Canton, Ohio
joymoments@juno.com
Grade Category: E-grade 4-5
Lesson Time: African Unit- 4-5 weeks in bi-weekly classes of 35 minutes each.
Goals: 1. Cultural acceptance - any barriers more taken down.
2. Music appreciation of another culture
3. JOY of playing African music!!
4. Collaboration with 4-5 grade teachers where willing and possible with their social studies, their
art, and science.
Objectives:
1. Students
Content Standards:
1. Singing, alone and with others, a varied repertoire of music. - IIa2
2. Performing on instruments, alone and with others, a varied repertoire of music. IIA2
3. Improvising melodies, variations, and accompaniments. IIB5
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture. - IIA3
Materials:
1. My Dondo
2. ROR book- pages 33-38
3. 15 hand drums, 2 agogo bells
4. Enlarged flag of Ghana and picture of Dondo
5. ―Sing ‗Round the World,‖ vol. 1, arr. by Shirley W> McRae, Memphis Musicraft Pub., 1990
6. Materials for making student dondos- in Percussion making book- page 6
2, #10 cans
2 Embroidery ho0ops- 10‖x2
PVC tape- colors
Cardboard box (shoebox size)
Bamboo stick- ¼‖ x 12‖
Strapping tape
Dowel 3/8‖ x 9‖
Talcum powder
Hammer
Scissors
Student Skill Level:
They will have done the Djembe unit first and learned to play and hear high/low tones of the
drum.
They will know ―Che Che Koolay" from 2-3 grades. It will just need a brief review
Procedure:
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1. Introduction- The talking drum of Ghana
World map- find Ghana, look at flag, give some history, cultural background
2. Show Dondo.
Listen to ROR CD and Dondo ensemble- #42. Here it talk?? Use the Dondo to say the student‘s
names
3. Make their own Dondo- follow steps in Percussion making booklet page 6
4. Playing the Dondo
Imitate teacher in high/low practice with the dondo talking drum
Work with a partner to practice and have a ―conversation‖ with their drums
ROR CD- track 42, then 43-49
5. Adowa Ensemble- page 38 of ROR book
-Tubs notation on overhead for the ensemble parts
- Tell story of Queen Mother and the meaning of ―Adowa‖ – antelope
-1- adawai (bells) 2. Apentema (hand drums) 3. petia (Djembe) 4. Then each Dondo
Add each part, switch parts several times so students get to try different ones.
6.Final performance- create Adowa dance movements to go with the ensemble, by working in
small groups
7.Song- Review ―Che Che Koolay‖ – review the form as call and response. (Echoing the same
thing)
- Once comfortable with the song, put 3 parts onto drums
Che Che koolay group, che che kofisa group, and koffi salanga group
Keep adding parts till all 3 rhythmic ostinatos are playing at the same time
8. Talking signals for their class
- Imitate several drumming ―signals‘ from the teacher
-Explore our own ―classroom‖ signals- talking drums were used in battle to give commands to
warriors out in the field.
I.e. - Fire drill, go outside
May I please use the restroom? (would this Q end high or low?? – explore this)
9. Assign each small group one signal to notate as high/low that all the class could read and play
- Pass out tubs notation paper and pencils- go over the boxes as sub-divided beats
10. New Song/Game ―Tue, Tue forms Sing ‗Round the World, page 22-23
- Worlds on overhead
- What is the form?? Call and response
- Once they know the song- create their own drum ostinato rhythms
Stone game taught, directions on page 23
Student Product:
Their own Dondo instrument
Able to create the high/low with the Dondo drum
Fun sheet
Tubs notation- their own ―classroom signals‖ notated
Assessment:
Written and playing assessment- their small group work on ―classroom signals‖ notation and in
hearing each small group play I can assess the student‘s competency.
Participatory- giving effort to learn
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Students will be able to play high/ low with their talking drum alone and with others in ensembles
Students will create appropriate movements reflecting the mood of the Adowa ensemble
Reflection:
Parent helpers the week we make the dondos and djembes would be helpful- extra adult hands to
help with the crazy tape!!
Resources: /further ideas
Genuine African dances—Music Magic: Styles of Dance
Guest artist/percussionist into the 4-5 grades to lead a special drumming circle
The Drum Circle story
LESSON PLAN FOR CHAPTER 7: A LAKOTA DRUM FORM NORTH AMERICA
Title: Lakota drum, North America Holly Linder/ 7-7-2006
North Canton, Ohio
joymoments@juno.com
Grade Category: E-grade 4-5
Lesson Time: Native American Unit- 4-5 weeks in bi-weekly classes of 35 minutes each.
Goals: 1. Cultural acceptance - any barriers taken down.
2. Music appreciation of another culture
3. JOY of playing Native American music!!
4. Collaboration with 4-5 grade teachers where willing and possible with their social studies, their
art, and science. I believe both grades do touch on Native American history in their subjects.
Objectives:
1. Students will learn about the music and history of Native American‘s in particular the
Lakota tribe.
2. students will sing, play and accompany an Iroquois song with good tone and posture
3. Students will compare and contrast this music to our modern US music.
4. students will learn about the rhythms, dances, songs and develop music appreciation
Content Standards:
1. Singing, alone and with others, a varied repertoire of music. - IIA2
2. Performing on instruments, alone and with others, a varied repertoire of music. IB2
3. Improvising melodies, variations, and accompaniments. IIB5
4. Composing and arranging music within specified guidelines.IIB4
5. Reading and notating music.IIIA1-2
6. Listening to, analyzing, and describing music.IIIA2
7. Evaluating music and music performances. IIIC6
8. Understanding relationships between music, the other arts, and disciplines outside the
arts.VA1, 2, 3, 4
9. Understanding music in relation to history and culture. - IIA3
Materials:
1. Lakota drums and rain sticks form within our district and area schools
2. Buckeye Heritage Book- page 13- the song ―Ho Ho Watanay‖- copies for student and by
measures
3.Ed Sueta‘s Recorder book, vol. 1, page 10- copies per student and by measures for the board
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4. Lakota drum for each student
a. Cardboard tube 9‖x 2‖
b. 1 chopstick
c. large bag of feathers
d. PVC tape in variety of colors
e. scissors
5. ROR book- pages 45-50
6. ―Dancing with the Indians, ― by Angela Shelf Medearis
7. Video: ―finding the Circle: American Indian Dance Theatre, ―PBS Great Performances, 30
minutes
8. Overhead- Notation pg. 50/ Enlarged poster of Flag
Student Skill Level:
1. Recorder preparation- familiar with notes in HO HO watanay and Indian Chant.-c, b, a, g,
e, and d
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2. Know western way of notating quarter, eighth and 16 notes. Quite comfortable with
steady beat vs the more uneven heart beat of Lakota
Procedure:
1. Introduction- Hook- Using Lakota drum, play several patterns with even steady beat for them to
echo- then change one to the ―heart beat ― pattern of Lakota. Ask them what is different with that
pattern? Ask what they know about Native Americans.
2. Listen and watch- imitation/ exploration step- teacher do the various Lakota beats- regular beat
honor beat, parade beat, 2 beat, round dance, etc... ) students try playing several of these
patterns with a partner
3. Make Lakota Drums
a. Follow drum making steps in percussion Instrument making notes- page 8
b. Learn about the history, culture of Native Americans-show the flag in enlarged
poster form – talk about the 4 arrows on the drum.
4 ROR CD-
a. Listening and playing along with ROR, CD track 59, 60-64
b. Show how these are notated and what they are used for. – enlarged and on an overhead
5. Movement-
a. View ―Finding the Circle: American Indian Dance Theatre‖- discuss the art, costumes,
the sounds, dance, etc...
b. teach toe/ heel dance- do this ROR- track 59
6. Song, ―Ho, Ho, Watnaey‖ in Buckeye Heritage- page 13, copies for students- singing and
recorder
a. Listen to the song and describe the mood—lullaby?? Dance, what would it be for?
b. Learn the song through music concepts and rote singing. - e- la pentatonic scale on the
board
c. Sing through the song on pitch syllables
d. sing through using letter note names
e Sing on the words
f. Play on recorder- measure by measure
g. ½ class sings, ½ plays on recorder
h. Add Orff accompaniment- BX, Ax, SG, Rainsticks
i. Add their Lakota drums softly to the accompaniment
j. Final performance- class decides the final form- singing, playing, could we create a gentle
ribbon dance to go along with it? Playing plus accompaniment of Orff instruments.
7Story- ―Dancing with the Indians‖
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a. Listen to the story, discuss the various dances
b. Small group work- students Create their own ribbon dances to go with the meaning of
the story
8. Playing ―Indian Chant‖ from Ed Sueta‘s book
a. Listen to the song then play the mystery measure game
b. sing the letter names
c. transfer to recorders
d. ½ class plays, ½ class plays Lakota drums, then switch turns
9. Song/Game ―Dance down the rain, sing up the corn‖- by Millie Burnett
a. learn the song
b. play the stone passing game, directions given in Millie‘s book
10. Their own ―ceremonial ―piece – working in small groups to notate and play
a. create their own ceremony
b. write down their own Lakota notation
c. practice this and each group shares
11. Final performance-
a. take the story- Dancing with the Indians
b. Using the songs/ dances/drumming they have learned, intersperse these
where appropriate into the story. Use the student‘s notation ideas for the story as well.
C. invites parents to come and see this final product.
Student Product:
1. The making of their own Lakota drum
2. Creating their own ceremonial piece for drum and notating it.
3. Performing a finished product form the songs/ drumming and dances
Assessment
1. Assessment will be participatory
2. Creating their own drum successfully and being able to play it
3. Creating movements to a story,
4. Creating their own ―ceremony‖ piece on their drums, collaborating on it.
Reflection:
1. Funding the materials- possible music fee at beginning of school year to cover expenses
of creating these instruments- $10 fee.
Resources
Dance Down the Rain, Sing up the Corn- songbook by Millie Burnett
Share the Music series
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